Day 1 · Monday

Objective: I can read a resource map and tell where some important natural resources are found in the United States.

Standards: D2.Geo.2.3-5, D2.Geo.8.3-5

Materials: U.S. map with state names, Blank U.S. outline with state lines (printed, or traced from your map), Colored pencils, Notebook, Pencil, 3 sticky notes

1. Warm-Up · 5 min

   Spaced review from Week 3. Ask: "What does a map key do?" (It tells what the symbols and colors on a map mean.) Your child reads two symbols from the key of the U.S. map. Then ask the big question: "If you wanted to build a sawmill, how would you choose the place?"

2. Mini-Lesson · 10–15 min

   Say: "A resource map uses symbols to show where natural resources are found or produced." In the notebook, draw a key with five symbols. A drop means oil. An ear of corn means corn. A tree means forests and lumber. A fish means fishing. A black square means coal. Say: "Read the key first, then read the map." On the blank outline, draw three drops on Texas. Model reading it. Say: "I see oil symbols on Texas. So I can say that Texas produces oil." Ask: "What tells you what the tree means?" (The key.) Draw a fish beside Alaska. Ask: "What can you say now?" (People fish in the waters off Alaska.) Say: "A resource map shows the main places. It does not show every place." Ask: "Corn symbols sit on Iowa. Does that mean no corn grows anywhere else?" (No. The map shows only the main corn states.) If stuck, say: "Put your finger on the key first. Now find that picture on the map."

3. Activity / Source Work · 15–20 min

   Make a Resource Map. Read this source box aloud. "Oil: Texas, New Mexico and North Dakota. Corn: Iowa, Illinois and Nebraska. Forests and lumber: Oregon, Washington and Georgia. Fishing: Alaska, Maine and Louisiana. Coal: Wyoming and West Virginia." 1) Your child copies the key onto the outline, using one color for each symbol. 2) Your child finds each state on the U.S. map, then draws its symbol on the outline. 3) In the notebook, fill in a table with three columns: resource, symbol, two states. 4) Ask: "Which region has the most corn symbols? What is your evidence?" (The Midwest. All three corn states are there.) 5) Ask: "Why are sawmills often built near forests?" (Logs are heavy, so a short trip costs less.) 6) Say: "Towns often grow where a resource gives people jobs." Ask: "Which states might have fishing towns?" (Alaska, Maine and Louisiana.) Check every symbol against the key. Keep this map for Day 4.

4. Notebook Entry · 10 min

   Title the page "Resource Maps." Your child finishes three frames: "A resource map shows ___. One resource near my home is ___. People use it to ___." Sample: "A resource map shows where resources are found. One resource near my home is farmland. People use it to grow soybeans." Any real resource works, such as soil, a forest, a river or stone.

5. Exit Ticket · 5 min

   Your child writes each exit answer on a sticky note and places it on the map beside the resource it names. Praise your child for checking the key.

Homework: With an adult, your child names one natural resource in your state and one job that depends on it. Look for a real resource, such as soil, forests, water or stone.

Practice page · Week 29, Day 1

Social Studies

I can read a resource map and its key.

Show answers

A Resource Map of Lakeland

Lakeland is a made-up state. Its map key shows five symbols: a tree means forest and lumber, a fish means fishing, a wheat stalk means wheat, a pick means a mine, and a cow means dairy farms. Tree symbols cover the cold north. Fish symbols line the shore of Big Lake in the east. Wheat fills the flat middle. Two picks sit in the western hills. Cows dot the green south.

Use the Lakeland map above.

1. 1.

   What does a pick symbol mean?
2. 2.

   Where in Lakeland is fishing done?
3. 3.

   Which part of Lakeland grows wheat?
4. 4.

   Where in Lakeland would milk most likely come from?

Resource Hunt: use a real U.S. resource map. Find 3 resources and fill in the table.

Resource	Symbol	Two states where it appears

1. 5.

   Which state has the biggest fishing catch?
2. 6.

   My state's main resource is ____.

Challenge: Where in Lakeland would a sawmill most likely be built? Why?

Materials: U.S. natural resources map or atlas

Objective: I can multiply side lengths to find the area of a rectangle.

Standards: 3.MD.C.7.a, 3.MD.C.7.b

Materials: 30 paper squares, 1 inch on each side (from Week 28 Day 1), Grid paper, Ruler, Square sticky note (for homework), Notebook, Pencil

1. Warm-Up · 5 min

   Spaced review from Week 28 Day 4. Say: "An L has a part of 9 squares and a part of 4 squares. What is its area?" (9 + 4 = 13 square units) Then practice ×7 facts with no clock. For 7 × 7, use 5 groups and 2 groups: 35 + 14 = 49. Ask 7 × 3, 7 × 6 and 7 × 10 (21, 42, 70).

2. Mini-Lesson · 10–15 min

   Say: "Last week we counted squares by rows. Today multiplication does the counting." Your child builds 4 rows of 5 paper squares, edge to edge. Count by rows together: 5, 10, 15, 20. Ask: "Which multiplication fact matches 4 rows of 5?" (4 × 5 = 20) Say: "A rectangle of squares is an array." Point along the left side. Ask: "How many squares long is this side?" (4) Point along the bottom. (5) Say: "These are the side lengths, 4 units and 5 units." Write 4 × 5 = 20. Say: "Side length times side length gives the area. So the area is 20 square units." Turn the rectangle a quarter turn. Ask: "Did the area change?" (No. 5 × 4 = 20 too.) Say: "Now try with no squares." Sketch a rectangle with the ruler. Label the sides 6 units and 7 units. Ask: "How many rows of how many would fit?" (6 rows of 7) Write 6 × 7 = 42. Say: "So the area is 42 square units." Now your child does more. Your child builds 3 rows of 6 squares, counts, then writes the fact. (6, 12, 18; 3 × 6 = 18 square units)

3. Guided Practice · 10–15 min

   Your child sketches each rectangle, labels both side lengths and multiplies. 1) Build 3 rows of 7 squares first, then write the fact (3 × 7 = 21 square units). 2) Sides of 9 units and 4 units (9 × 4 = 36 square units). 3) Sides of 10 units and 6 units (10 × 6 = 60 square units). 4) Ask: "Is a 4 by 9 rectangle bigger than a 9 by 4 rectangle?" (No. Both are 36 square units.) If stuck, say: "Picture the rows. How many rows? How many squares in each row?"

4. Independent Practice · 15–20 min

   Your child sketches each rectangle, labels the sides and writes a multiplication sentence with the unit. 1) 2 by 9 (2 × 9 = 18 square units). 2) 4 by 4 (4 × 4 = 16 square units). 3) 8 by 8 (8 × 8 = 64 square units). 4) 7 by 8 (7 × 8 = 56 square units). 5) 9 by 9 (9 × 9 = 81 square units). 6) You outline a rectangle 8 squares long and 5 squares tall on grid paper. Your child multiplies, then checks by counting rows. (5 × 8 = 40 square units) 7) A tabletop is 3 feet wide and 4 feet long. What is its area? (3 × 4 = 12 square feet) 8) A notebook cover is 10 inches tall and 7 inches wide. What is its area? (10 × 7 = 70 square inches)

5. Exit Ticket · 5 min

   Put the paper squares away. Read each question aloud; your child may sketch.

Fact fluency: ×7 facts

Homework: Your child sketches three rectangles and multiplies. Use 5 by 5, 3 by 10 and 9 by 3 (25, 30 and 27 square units). Then your child measures a sticky note in whole inches. Sample: 3 × 3 = 9 square inches.

Objective: I can take short notes and sort them by subtopic, not by source.

Standards: W.3.8, RI.3.2, L.3.2.D

Materials: Writer's notebook, Source 1 and its source card, A sheet of paper for covering text, Pencil

1. Warm-Up · 5 min

   Word study, possessives. Say: "A possessive shows who owns something. One owner gets 's. More than one owner ending in s gets only an apostrophe." Write dog's, baby's, teacher's, boys', players', farmers'. Your child sorts them under One owner and More than one owner. Ask: "The boys' bikes: one boy or more?" (More than one) Spaced review from Week 28. Ask: "What is a subtopic?" (One smaller part of the topic.)

2. Mini-Lesson · 10–15 min

   Read this text aloud while your child follows. "How Honeybees Make Honey. A worker honeybee visits flowers to sip a sweet liquid called nectar. She stores it in a special honey stomach and flies back to the hive. There, she passes the nectar to a younger house bee. House bees add substances from their bodies that begin to change the nectar. Then they spread it into six-sided wax cells. Next, they fan their wings over the cells. The moving air dries the nectar, so it grows thick and turns into honey. Finally, the bees seal each cell with a wax cap. One bee makes only about one-twelfth of a teaspoon of honey in her whole life. That is why a hive needs thousands of workers." Ask: "What is this text mostly about?" (How bees turn nectar into honey.) Say: "Notes written in reading order make a messy pile. Sort them by subtopic instead." Head three notebook pages: Where bees get nectar; What happens in the hive; Why a hive needs many bees. Think aloud: "Sentence one. I read it and cover it with the paper. I write a short phrase: sips nectar from flowers. That fits page 1. I add S1." Say: "S1 is a source code. It tells which source a note came from."

3. Guided Practice · 10–15 min

   1) Your child rereads the fanning sentence and covers it. Ask: "What is your note? Which page?" (Sample: fan wings, air dries nectar. Page 2.) 2) Your child reads and covers the last two sentences. Ask: "What is your note? Which page?" (Sample: one bee makes a tiny bit. Page 3.) 3) Ask: "Where does 'wax cap seals each cell' go?" (Page 2) 4) Ask: "Which notes are key details that support the main idea?" (The page 1 and page 2 notes tell how nectar becomes honey.) Your child adds S1 to each note. If stuck, say: "Cover the words. Tell me what that part said. I will write only what you say."

4. Independent Practice · 15–20 min

   1) Your child heads one notebook page with each of their own subtopic questions. 2) Your child reads source 1 with Read, Cover, Write. 3) Your child takes 6 to 8 short notes and puts each on the right page. 4) Your child adds S1 after every note. 5) Your child writes one possessive phrase about the topic, such as "the otter's fur." Look for: phrases of 3 to 6 words; the right page; the code S1; your child's own words. A good note looks like "fur traps air S1."

5. Exit Ticket · 5 min

   Ask the three questions. Your child points to the notebook pages while answering.

Homework: Read source 2 for 15 minutes. Add at least three notes to your subtopic pages and mark each S2. Look for short phrases, not sentences.

Practice page · Week 29, Day 1

English Language Arts

I can take short notes and sort them by subtopic.

Show answers

How Beavers Build Dams

Beavers cut down small trees with their sharp front teeth. They drag the logs to a stream. Then they stack sticks, rocks and mud across the water. The dam slows the stream and makes a deep pond. In the pond, beavers build a home called a lodge. The lodge has an underwater door, so foxes and wolves cannot get in.

Write each note on the right subtopic page: A = Getting wood, B = Building the dam, C = The lodge.

1. 1.

   cut trees with front teeth
2. 2.

   stack sticks, rocks, mud
3. 3.

   underwater door keeps foxes out
4. 4.

   dam makes deep pond
5. 5.

   Turn this sentence into a short note: 'They drag the logs to a stream.'

Write the possessive. Is there one owner or more than one?

1. 6.

   the tail of one beaver = the ____ tail
2. 7.

   the teeth of many beavers = the ____ teeth
3. 8.

   the toys of the children = the ____ toys

Challenge: Why is it smart to sort notes by subtopic instead of by source?

Objective: I can identify inherited traits that a living thing is born with.

Standards: 3-LS3-1

Materials: 9 index cards, Marker, Science notebook and pencil, Animal and plant pictures (book or magazine), Envelope to store the cards

1. Day 141 — Inherited Traits — Wonder Warm-Up · 5 min

   Spaced review from Week 28. Ask: "What is variation? Give one example." (Small differences among living things of one kind, such as bean lengths.) Now the wonder. Ask: "What is something about you that you never had to practice? You just have it." Accept answers such as eye color or curly hair.

2. Mini-Lesson · 10–15 min

   Say: "An inherited trait is passed from parents to offspring. A living thing does not learn it or practice it." Give examples. People: eye color, natural hair color, curly or straight hair. Animals: a cheetah's spots, a giraffe's long neck, a beaver's large front teeth. Plants: the color of a rose's petals, the shape of an oak leaf. Say: "A giraffe calf is born with a long neck. It did not stretch it by reaching." Say: "Some inherited traits show up later, like adult teeth or a deer's antlers. They are still inherited." Write the test question on a card and stand it up: "Did it come without teaching or practice?" Ask: "A beaver kit grows big front teeth. Did it practice?" (No. The teeth are inherited.) "A rose bush has pink flowers like its parent plant. Is that inherited?" (Yes.) "A girl can whistle a song. Is that inherited?" (No. She practiced.) If stuck, say: "Did anyone teach it? Did it take practice? If not, it is likely inherited."

3. Investigation / Hands-On · 15–20 min

   Inherited Trait Cards. 1) Your child writes 8 inherited traits, one on each card, with the marker. They write 3 for people, 3 for animals and 2 for plants. The pictures give ideas. 2) For each card they say: "This is passed from parents to offspring." 3) Shuffle the 8 cards. Your child sorts them into People, Animals and Plants. 4) Evidence check: for each animal and plant card, your child finds a picture that shows the trait. Record in a table with three columns: Card, Living thing, How I know it is inherited. Nothing is changed in this study. Keep the same test question for every card. Expect every card to name a body feature. If a card names something learned, such as reading, set it aside for tomorrow. If you disagree about a card, say: "Real results vary. Look for the pattern: no teaching, no practice." Store all the cards in the envelope for Day 3.

4. Science Notebook Entry · 10 min

   In the notebook, your child writes the heading "Inherited Traits" and copies the meaning from the mini-lesson. They list their 8 traits in three groups: People, Animals, Plants. They draw a small picture beside 2 of them. Then they finish the frame: "One inherited trait is ___. I know because ___." Sample: "One inherited trait is a cheetah's spots. I know because cubs are born with them."

5. Wrap-Up & Exit Ticket · 5 min

   Read the three exit questions aloud. Praise answers that use the test question: no teaching and no practice.

Homework: Find 3 inherited traits in a pet, a houseplant or an animal picture. Write them down. Look for: body features that needed no practice.